Abitare le relazioni: le condizioni della progettazione

This contribution explores the fundamental conditions for educational design that recognizes the relationship as a central and generative element of the learning process. "Living the relationships" implies a pedagogical approach that goes beyond mere interaction, positioning the relationship as a space in which design choices are configured as dynamic and dialogical practices. Educational design is thus viewed not as a prescriptive act, but as a situated process that, through active listening, the negotiation of meanings, and the recognition of otherness, fosters the co-construction of responsive and inclusive learning environments.